Science education and philosophy of science: congruence or contradiction?

Burbules, Nicholas C.; Linn, Marcia C.

doi:10.1080/0950069910130302

Cited by 132 publications

(80 citation statements)

References 28 publications

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“…Instead, there was an implicit acceptance of immature and untested conceptions of the nature of science (Burbules and Linn 1991). Many works then began to consider that it was indispensable to include some reflection on the nature of science in science teaching programs and teacher education (Matthews 1992).…”

Section: An Analogy Between the Philosophy Of Science And Educationalmentioning

confidence: 99%

“…Indeed, since Piaget (1970) set out a parallel between scientific progress and the psychological process of the development of the child, analogy with models in philosophy has been used as a basis for theories of learning science and of pupils' conceptual change (Nussbaum 1989;Clemison 1990;Burbules and Linn 1991;Cobb et al 1991;Mellado and Carracedo 1993;Cudmani et al 2000;Villani 2001). In this present article, we shall analyse the processes of change in the science teacher by establishing an analogy between scientific change according to different philosophical theories and the change in teachers' educational practice.…”

Section: An Analogy Between the Philosophy Of Science And Educationalmentioning

confidence: 99%

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Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

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Section: An Analogy Between the Philosophy Of Science And Educationalmentioning

confidence: 99%

Section: An Analogy Between the Philosophy Of Science And Educationalmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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“…Students are not able to use the scientific concepts they have learned to explain the contexts they encounter (Burbules and Linn, 1991;Gilbert, 2006;Stolk et al, 2009;Ültay and Çalık, 2012). This situation leads to academic failure in science lessons.…”

Section: Introductionmentioning

confidence: 99%

The effect of fire context on the conceptual understanding of students: expansion-contraction

Sibel¹,

Ã‡oruhlu²,

Bilgin³

2016

Educ. Res. Rev.

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The aim of this study is to investigate effects of the guiding materials developed based on the "fire context" and related to "expansion-contraction" concepts in the conceptual understanding of students. A quasi-experimental method has been used in the study. The sample group of the study consists of 5th grade students selected from elementary school. A total of 56 (experiment group 27, control group 29) students from two classes have participated in the study. A concept test, an interview consisting of semi-structured questions, and a drawing test, have been utilised in the research. While no significant difference (U=345, p>0.05) has been found between the pre test scores of the control group and experiment group students, a significant difference (U= 238, p<0.05) has been found in favour of the experiment group in the post test. A great majority of the students have explained the "expansioncontraction" concept as "mass change". The findings obtained from student drawings support this as well. For future studies, development of materials which emphasise the distinction of the concepts of flexibility and mass change and the concepts of expansion and contraction can be suggested.

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“…Trabajos en los que se analizan las relaciones entre las teorías contenidas en A-FILOGE y los contenidos de DC (modelos didácticos, propuestas curriculares, fundamentos de investigación, etc.). Análisis críticos de posturas didácticas o curriculares tomando como referente la HFC (por ejemplo, Burbules y Linn, 1991;Gil, 1993;Matthews, 1994). Existe una relaciones deductiva entre la parte del plano A ligada el conocimiento científico y el plano C que formalmente se podría expresar así: ACC--B-->C. Habría que destacar una subcategoría que se podría denominar B-FI-VdC que versa sobre un tipo de trabajo muy generalizado en DC que usa la visión de ciencias (VdC) como fundamento de modelos de enseñanza u otras propuestas didácticas, como contenido significativo en la formación de profesorado o como contenido ineludible de la educación científica del alumno.…”

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Propuesta para compartir una base de datos de información bibliográfica (Bib) en didáctica de las ciencias

Martínez¹

2010

Rev_Eureka_ensen_divulg_cienc

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RESUMENEste trabajo contiene una propuesta para desarrollar y mantener una base de datos bibliográfica (Bib) • Una aproximación a la noción de "teoría" a fin de fijar las características que debe tener un trabajo "fundamentado teóricamente".• Las categorías más significativas para clasificar trabajos del ámbito, que se deducen de la estructura de planos de conocimiento implicados en este campo (Marín, 2003b).• Una valoración de la propuesta Bib para crear un mecanismo de convergencia útil para la DC.Palabras clave: Base de datos bibliográfica; Estructura del ámbito de conocimientos de la Didáctica de las Ciencias. INTRODUCCIÓNExisten ámbitos de conocimiento cuyos progresos, cognitivos y prácticos, los hacen realmente envidiables. Hay teorías que muestran una notable convergencia en la formación de nuevos expertos y ante las incorporaciones de las aportaciones individuales lo que se traduce en un progreso en la solución de problemas que les son característicos.¿Se podría decir lo mismo sobre el ámbito de conocimiento de la Didáctica de las Ciencias (DC)? La respuesta no es muy optimista, a juzgar por las valoraciones de la DC que realizan expertos en distintos foros (Cachapuz, Lopes, Paixão, Praia y Guerra, 2004;Moreira, 2005). Las conclusiones a las que se llegan son:•

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Science education and philosophy of science: congruence or contradiction?

Cited by 132 publications

References 28 publications

Contributions from the Philosophy of Science to the Education of Science Teachers

Contributions from the Philosophy of Science to the Education of Science Teachers

The effect of fire context on the conceptual understanding of students: expansion-contraction

Propuesta para compartir una base de datos de información bibliográfica (Bib) en didáctica de las ciencias

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